UNIT VI: Introduction to Trainer's Methodology

This unit explores the core principles and practices of effective training methodology, focusing on
the role of the trainer and assessor in competency-based training.

1. Plan Training Session

This section focuses on the initial steps in designing a training session, ensuring it aligns with learner
needs and desired outcomes.

 Identify Learner Training Requirements: This involves assessing the current skills and
knowledge of trainees, identifying any gaps, and determining their specific training needs.
This can be done through self-assessments, interviews, and reviewing existing competencies.

 Determine Trainee Characteristics and Learning Styles: Understanding the individual

learning preferences and strengths of trainees is crucial for tailoring training methods and
materials. This can include factors like learning styles (visual, auditory, kinesthetic), prior
experience, and motivation levels.

 Prepare Session Plans: A well-structured session plan outlines the objectives, content,
activities, and assessment methods for the training. It serves as a roadmap for the trainer,
ensuring a cohesive and effective learning experience.

 Prepare Instructional Materials: This involves creating or selecting appropriate learning

materials, such as handouts, presentations, videos, or interactive exercises. These materials
should be aligned with the session plan and cater to the learning styles of the trainees.

 Prepare Assessment Instruments: Assessment tools are essential for evaluating the
effectiveness of the training and measuring trainee progress. This can include written tests,
practical demonstrations, observation checklists, or performance evaluations

 Organize Learning and Teaching Resources: Ensuring that all necessary resources, such as
equipment, tools, and learning materials, are readily available and organized is crucial for a
smooth training session.

2. Competencies of a Trainer/or Assessor

This section delves into the essential skills and knowledge required for successful training and
assessment.

 Distinguishing a Trainer from an Assessor: While both roles are related, they have distinct
responsibilities. A trainer focuses on delivering instruction and facilitating learning, while an
assessor evaluates the competency of trainees against established standards.

 Roles in Assuring Quality Technical-Vocational Courses: Both trainers and assessors play
vital roles in ensuring the quality of technical-vocational training programs. Trainers deliver
 instruction and facilitate skills development, while assessors ensure that trainees meet
industry standards and are qualified for certification.

 Required Skills and Knowledge: Effective trainers and assessors possess a diverse set of
skills, including communication, facilitation, assessment, curriculum development, and
knowledge of industry standards. They also need to be adaptable, patient, and able to create
a positive learning environment.

3. Competency-Based Training

This section explores the principles and practices of competency-based training (CBT), a learner-
centered approach that focuses on skills development.

CBT is a training system where learners are assessed based on their demonstrated ability to perform
specific tasks to industry standards, rather than on the time spent in training

Key Principles of CBT:

 Focus on work performance

 Modular structure allowing learners to progress at their own pace
 Individualized learning paths accommodating different styles and paces
 Assessment based on evidence of competency through practical task

4. Determining Trainee Characteristics

This section focuses on understanding the individual needs and preferences of trainees to tailor
training effectively.

 Learning Styles: Identifying the preferred learning styles of trainees (visual, auditory,
kinesthetic) allows trainers to select appropriate methods and materials to maximize
understanding and engagement.

 Prior Experience: Assessing the prior knowledge and skills of trainees helps determine the
starting point for training and allows trainers to adjust the level of instruction accordingly.

 Motivation Levels: Understanding the motivation and goals of trainees is crucial for creating
a positive learning environment and ensuring their active participation in the training.

5. Training Design

This section explores the process of creating a comprehensive training program that aligns with
learner needs and desired outcomes.

 Curriculum Development: The training curriculum should be designed based on industry

standards and competency requirements. It should outline the specific skills and knowledge
to be covered, the learning activities, and the assessment methods.

 Learning Objectives: Clear learning objectives should be established for each training
module, outlining the specific skills and knowledge trainees are expected to gain.
  Learning Activities: A variety of learning activities should be incorporated into the training
program, such as lectures, demonstrations, group discussions, role-playing, simulations, and
practical exercises

 Assessment Strategies: Assessment strategies should be aligned with the learning

objectives and provide a comprehensive evaluation of trainee competency. This can include
written tests, practical demonstrations, portfolio reviews, and performance evaluations.

6. Training Delivery Modes and Methods

This section examines various approaches to delivering training effectively, considering different
learning environments and learner preferences.

 Traditional Classroom Training: This involves delivering training in a traditional classroom

setting, with the trainer leading lectures, demonstrations, and group
discussions[__LINK_ICON].

 Online Training: This utilizes online platforms and resources for delivering training, allowing
for flexibility and accessibility.

 Blended Learning: This combines traditional classroom training with online learning
components, providing a more flexible and engaging learning experience.

 Experiential Learning: This approach emphasizes hands-on learning through simulations,

role-playing, and real-world projects.

7. Session Plan

This section focuses on the detailed plan for a specific training session, outlining the objectives,
content, activities, and assessment methods.

 Session Objectives: Clearly defined session objectives outline the specific skills and
knowledge trainees are expected to gain by the end of the session.
 Session Content: The session plan should include a detailed outline of the topics to be
covered, ensuring a logical flow and progression of information.
 Learning Activities: The session plan should include a variety of learning activities, such as
lectures, demonstrations, group discussions, role-playing, simulations, and practical
exercises.
 Assessment Methods: The session plan should outline the assessment methods to be used,
ensuring they are aligned with the learning objectives and provide a comprehensive
evaluation of trainee competency.
 Time Allocation: The session plan should include a realistic time allocation for each activity,
ensuring that the session is completed within the allotted time.

 Resources: The session plan should list all necessary resources, such as equipment, tools,
and learning materials, ensuring they are readily available and organized.